As an outstanding teacher, it is necessary to prepare detailed lesson plans. The lesson plan is the main basis for teaching and plays a vital role. So what issues should we pay attention to when writing lesson plans? Below are 3 lesson plans for the poor that I compiled for you. I hope they can help you. Lesson Plan for the Poor Part 1

1. Teaching Requirements

1. Understand the content of the text and learn about the miserable lives of the poor in the Tsarist Russia era and their beautiful hearts.

2． Learn the new words in this lesson and understand the key words and sentences.

3. Use reasonable imagination to continue the story of "The Poor".

4． Read the text emotionally.

2. Teaching focus

1. From Sanna's actions and thoughts, we can experience the beautiful soul of the poor.

2． Continue the story and expand your imagination.

3. Preparation of teaching aids

1. New word cards.

2． Teaching wall chart.

4. Teaching time:

Three lessons

First lesson

Teaching content:

Learning students words, clarify the order of the text, and divide the text into paragraphs.

Teaching process:

1. Review old lessons

1. Dictate words.

Cradle, apron, roast goose, frozen, flame, tulle, window

Fill in, warm, Christmas tree, bright, blinking eyes

　2. Seatmates correct each other.

2. Check the preview

1. Who is the author of the text "The Poor"? (It’s the famous Russian writer Leo Tolstoy.) What articles have we read by him? I have read his book "Diving"

2. What story does the text "The Poor" tell? Can anyone explain the main content of this story in two or three sentences? (Ask two or three students to talk about it. The general idea is correct.)

3. Use the new word cards to check the pronunciation of new words. (Please note that splash, fill, and complain are all front nasal sounds.)

3. Clarify the narrative order of the text

1. Drive the train and read the text aloud (each person reads a paragraph in order of seating). As everyone listened, they thought about what to talk about first, what to talk about next, what to talk about last, and what parts it can be divided into.

2． How many paragraphs can this text be divided into? What is each paragraph about? (It can be divided into three paragraphs. The first and second natural paragraphs are the first paragraph. It tells the story of Sanna, the wife of Yu Da, anxiously waiting for her husband to return from the sea on a night when the sea breeze roars. The third natural paragraph to the eleventh natural paragraph are The second paragraph tells the story of Sanna going out to see if her husband is back, and stopping by to see her sick neighbor Simon. When she finds out that Simon is dead, she takes back Simon's two children. From the twelfth natural paragraph to the end is the third paragraph. The fisherman came back and heard that Simon was dead, so he offered to take Simon's child back to raise him. )

4. Read the text into three paragraphs

1. Seatmates practice reading aloud to each other.

2． Read aloud in sections by name.

5. Recognize and memorize new words. Write new words

Write each word twice, and write the words that can form the word.

6. Assign homework

Based on the after-class reflection and practice of questions 1 and 2, further self-study the text.

The second lesson

Teaching content:

Grasp the key sentences and read and understand the first to third paragraphs of the text. Practice summarizing the central idea.

Teaching process:

1. Guide reading and comprehension of key sentences

1. After studying in the previous class, we have already understood the plot of the text "The Poor". If we want to understand the text in depth, we must grasp the key sentences to read and think.

What key sentences did the students draw during the preview? Are there any other sentences that you don’t understand? Please bring it up.

2． Students put forward key sentences and sentences that they do not understand, and everyone marks these places.

2. Guide to understanding the first paragraph

1. Read the first paragraph aloud.

2． As can be seen from the first paragraph, what is life like at Sanna's family? (Life is hard.) How can you tell?

(Students read and talk about relevant sentences.)

3. The life of Sanna's family is very difficult. Why is it said in the text that this fisherman's hut is warm and comfortable?

(Experience it from two aspects: first, the warmth and comfort are compared to the howling cold wind outside the house; second, this warmth and comfort are due to the fishermen risking their lives and Sanna’s hard work Able to maintain)

3. Guide to understanding the second paragraph

1. Read the second paragraph aloud.

2． What did Sanna think when she brought her two children home? (She didn't think much of it) Where did you see that? (It can be seen from the sentence that her heart was beating very fast and she didn’t know why she did this, but she felt she had to do it.)

　3. What do you feel from the words "must do this"? (It has to be done, it should be done, it must be done. When Sanna took the two children back, she didn’t even think about it. She just felt that she had to do it. This fully demonstrated Sanna’s kindness and willingness to help others. Quality. )

4. What did Sanna think after taking her two children home? (She felt that she could not tell her husband because she was afraid that he would be indifferent and he might beat her.) Why did she think this way? (Because life is so difficult and the husband’s burden is so heavy. Adding two more children is no joke. Sanna thinks this way because she is worried about her husband.)

5. What do you understand from the sentence "Well, you might as well give me a good beating?" (It doesn’t matter if Sanna wants to beat me up, it means: As long as her husband agrees to take in the two children, she would rather be beaten. From here, we all experienced Sanna’s kindness and helpfulness.)

4. Guide to understanding the third paragraph

1. Read the third paragraph by name

2. What did the fisherman think when he heard that Simon was dead? (He thought it was not good for the children to stay with the dead, so he had to bring them over quickly.)

3. What do you understand from this sentence that we can always get through it? (The word "endure" shows that the fisherman is ready to live a more difficult life. From the fact that he can always get through it, it can be seen that the fisherman has made up his mind to raise Simon's two children no matter how difficult it is. This shows that the fisherman Like Sanna, she is very kind and willing to help others)

5. Practice summarizing the central idea of ??the text

1. Put forward practice requirements: Think about the whole article together. What does this text say and what kind of thoughts does it express? In your exercise book, write down the central idea of ??this text.

2． Students are required to practice summarizing the central idea. (The text praises the fisherman and Sanna for their hard-working, kind and helpful qualities through the fact that they took the initiative to adopt the two children left behind by their neighbor Simon after his death.)

　3. How does the author express this central idea layer by layer? (The author first writes about the difficulty of life in Sanna’s family and the risks the fisherman takes when he goes out to sea to fish. Then he talks about Sanna’s actions of taking back Simon’s two children and her psychological activities. Finally, he talks about the fisherman’s decision to raise the two children Simon left behind. Children. By talking about it layer by layer, we can see that these two poor people have a kind heart and their good qualities of being hardworking and helpful.)

6. Assign homework

1． Think about what will happen if the fisherman and Sanna take in Simon's two children.

2． Look at the words in Reading and Writing and prepare for dictation.

Lesson Plan for the Poor Part 2

The text "The Poor" is a work by the Russian writer Leo Tolstoy. The text tells the story of a fisherman and Sanna taking the initiative to adopt her two children after the death of their neighbor Simon. It truly reflects the social reality under the rule of the Tsarist autocratic system and shows that Sanna and the fisherman are hardworking, kind-hearted, and would rather be themselves. The beautiful quality of helping others despite suffering. The text uses simple and accurate language and expresses true feelings appropriately, which makes people deeply moved when reading it. When studying this article, the focus is to guide students to understand the beautiful qualities of the poor from the characters' language, actions, and ideological activities.

When teaching "The Poor", I strive to create a relaxed and harmonious teaching atmosphere, respect the students' unique feelings, and allow students to read different emotional colors according to their own understanding. In teaching, I fully allow students to speak, read, and evaluate themselves, express their feelings, and read out their feelings through their own emotional experiences. For example, when teaching the part about Sanna's thoughts in "The Poor", I first asked the students to express Sanna's feelings at the moment through their own emotional experience. And use a variety of reading methods, including individual reading, reading at the same table, group reading, teacher-student reading together, reading softly, reading aloud, etc., to guide students to read vividly and express their own feelings.

During teaching, students can actively interact with teachers, the classroom atmosphere is active, the student participation rate is relatively high, and the classroom results are obvious. The most gratifying thing is that when guiding students to imagine "the fisherman would rather ( ) than ( ).", as soon as the question was raised, the students raised their heads one after another. Some said: "The fisherman would rather go out early and come back late in the future, suffer hardship and cold, than take in Simon's two children."... It is precisely because this question touched the emotional strings of the students and mobilized the enthusiasm of the students' thinking. It stimulates students' desire to imagine. Therefore, I deeply feel that as long as teachers ask questions openly and flexibly, students will generate wonderful wisdom in the classroom.

There are also many shortcomings in this class:

1. The writing practice arranged after class: continue writing "The Poor", only reminding students not to change the background of the text--poor, Don't change the character's qualities-----kindness. It is necessary to use character dialogue, psychology, and environmental description to portray the character and shape the character's excellent qualities. However, there is too little guidance on writing methods and is not in place, resulting in some students still not knowing how to write and having nothing to say.

2. In this class, because I was not fully prepared before class and lacked self-confidence, I was out of shape and nervous during class. I was unable to concentrate on listening to the students’ answers and make timely comments. Or summarizing, and there is also the phenomenon of saying the wrong thing.

Reflecting on this lesson, we should pay attention to the following points in teaching in the future:

1. Before class, you must thoroughly understand the teaching materials, prepare more lessons, listen more, and grasp the accuracy Knowledge points, accurately grasp the key and difficult points, and do not fight unprepared battles. Come to class with confidence.

2. In terms of guidance on composition writing methods, we must work hard, consult more experienced teachers, listen to their classes more, and constantly improve our teaching level. Lesson Plan for the Poor 3

Design Concept

"The Poor" is an article by the great Russian writer Leo Tolstoy. It mainly writes about the hardships and poverty of Sanna and her husband at home. Under the circumstances, the adoption of the child of neighbor Simon who died of illness reflects the miserable life of the people in the old Russian era and the kindness of the poor. This article describes the characters' psychological activities in a delicate and touching manner. According to the "autonomy, cooperation, inquiry" learning method advocated by the new curriculum, I mainly let students read emotionally and think and imagine to understand the hearts of the characters, so as to be educated in love.

The specific design has the following points:

First of all, grasp the characteristics of the teaching materials and teach in short and long texts. After students understand the author, perceive the text as a whole, and raise questions, they will be inspired and guided to go straight to the central section. In this way, the teaching task can be completed efficiently within the limited 40 minutes.

Secondly, after students underline "sentences describing Sanna's psychological activities", talk about their own opinions on Sanna's actions, and guide students to supplement and imagine the omitted content; after students find and underline "sentences that reflect the fisherman's preference After the statement "If you suffer yourself, you should help others", the students are further asked to imagine the future of the fisherman, Sanna and the children, and realize the hardworking, simple and kind nature of the poor, and learn that they would rather suffer themselves, but also help others. Good qualities of others. This is not only conducive to cultivating students' ability to imagine, analyze and think about problems, but also enables them to receive love education. Furthermore, let students read fully so that they can "perceive the whole while reading, gain some insights while reading, develop a sense of language while reading, and be influenced by emotions while reading."

Teaching objectives

　1. Understand the content of the text, feel the diligence, simplicity and kindness of Sanna and the fisherman, and learn from their good qualities that they would rather suffer themselves than help others.

2. Understand the words you don’t understand.

3. Improve imagination ability by supplementing the omitted content.

4. Improve the ability to analyze and think about problems through understanding of language and characters.

Key points and difficulties

Through the character’s psychological activities, words and deeds, you can experience the character’s beautiful soul.

Teaching method

〖Situational teaching method

1. Use the teacher’s emotional language to inspire students’ minds.

2. Let students understand the thoughts and feelings of the article in a heart-to-heart way, and express their emotions through emotional reading.

Teaching aids

Courseware

Teaching process

1. Introducing new lessons

Teacher talks and puts out courseware , writing on the blackboard topic.

2. Overall perception and clear goals

1. Communicate understanding of the author.

(The purpose is to enable students to develop a good habit of checking information before class and cultivate their ability to organize information and process information.)

2. Let students summarize in the most concise language Describe the main content of the text and explain how it is summarized.

Teacher evaluation.

(This step is to cultivate students' ability to summarize the main content of the text)

3. Let students find the paragraphs in the text that move them the most and ask questions from them.

Based on the students’ speeches, the teacher raised the key issue to be solved in this lesson: Why did Sanna and the fisherman adopt Simon’s two children when they were so poor? Let students solve other problems on their own by carefully reading the text, discussing and communicating.

(Teachers must fully trust students and cultivate their autonomy, interest in cooperation, and willingness to explore.)

3. Go straight to the center and stimulate imagination

Students read paragraphs 8 to 11 and underline sentences describing Sanna’s psychological activities.

1. Read the underlined sentences by name.

2. Show the courseware

Her heart was beating very fast. She didn’t know why she did this, but she felt that she had to do it.

Students talked about their own opinions and reasons for "Sanna felt she had to do this", so as to understand Sanna's kind nature. Read this sentence and feel Sanna's kindness again.

(Showing courseware) She thought uneasily: "What will she say? Is this a joke? Her five children are enough for her... Is he here?... ...No, not here yet! ...Why did you bring them here? ...He deserves it, I deserve it...Well, just give me a beating!"

Read this passage and have other students observe carefully to see what characteristics this short passage has.

Read this passage again and feel the changes in Sanna’s heart at this moment.

[Reading aloud training - how to read ellipses]

Let students imagine adding the content of five ellipses and read aloud with emotion, and understand Sanna's extremely complex and contradictory psychology and her "rather than suffer, To help others” noble qualities.

(The first is to allow students to feel the complex, contradictory, and changing moods of the characters through imagination; the second is to grasp the characteristics of the teaching materials to cultivate students' rich imagination; the third is to experience Leo Tolstoy's (a great writer, this literary giant’s brilliant choice of words and sentences)

4. In-depth exploration and expansion of thinking

1. Students find and underline the words that reflect the fisherman’s “rather.” Even if you suffer yourself, you should help others."

2. Show the courseware

Oh, us, we can always get through it! ?

By practicing word exchanges for "boil", we can imagine the future of the fisherman, Sanna and the children, and experience the hardships of Sanna's family and the hardships of life, and the fisherman "would rather suffer by himself, He also has the excellent quality of helping others.”

5. Summarize the full text and sublimate the center

Teacher-student interaction: The teacher summarizes the class and asks students to imagine the rich side of the poor, so that the center of the article can be sublimated, and finally the conclusion is drawn: As long as everyone gives a little love - the world will become a beautiful world!